IELTS Academic Reading Practice Test — April 2026 Test 4

Exam month: 2026-04

In this test

Rebuilt from test-taker recalls — not official IELTS material. Audio and passages are recreations for practice.

Reading Passage 1 - The growth of agriculture

Some developments in Western agriculture from prehistory to the nineteenth century
Agriculture is the art and science of cultivating the soil, growing crops and raising livestock. It includes the preparation of plant and animal products for people to use and their distribution to markets.
Before agriculture became widespread, prehistoric people spent most of their lives as nomadic people searching for food, following animal migrations and gathering wild plants. Then about 11,500 years ago, people gradually learned how to cultivate plants for food use and settled down to a life based on farming. Scholars are unsure why this shift to farming took place, but it may have occurred because of climate change. The earliest crop was most likely to have been rice, corn, or similar types of cereals. At around the same time, people also began herding and breeding animals. Sheep and goats were probably domesticated first followed by cattle and pigs. Eventually, people started keeping animals such as oxen for ploughing and transportation.
Agriculture enabled people to produce a surplus of food which could be eaten when crops failed or swapped for other goods. This exchange of goods was how trade began, and this in turn allowed people to work at other tasks unrelated to farming. Agriculture also kept formerly nomadic people near their fields and led to the establishment of permanent villages which became linked through trade. This development was so successful in some areas that cities emerged, and eventually civilisations arose. The earliest of these developed near the Tigris and Euphrates rivers in Mesopotamia-now Iraq-and along the River Nile in Egypt, eventually spreading to Europe, Asia and beyond. For thousands of years, agricultural development was very slow. Farmers cultivated small plots of land by hand using axes to clear away trees and sticks to break up and till the soil. However, over time, improved farming tools of bone, stone, bronze, and iron were developed. Around 7,500 years ago, farmers in Mesopotamia developed simple irrigation systems. By channeling water from streams onto their fields, farmers were able to settle in areas once thought to be unsuited to agriculture. In Mesopotamia and later in Egypt, people organized themselves and worked together to build them. Then as the Roman empire expanded, the Romans adapted the best agricultural methods of the people they conquered. They even wrote manuals about the farming techniques they observed in Africa and Asia, and Europe. By 2,000 years ago much of the Earth's population was reliant on agriculture.
In medieval times, European farmers adapted an open-field system of planting in which one field would be planted in spring, another in autumn, and one would be left unplanted, or fallow. This system preserved nutrients in the soil, so increasing crop production. Later in the 15th and 16th centuries, explorers travelling to Africa, Asia and the Americas began to introduce new varieties of plants into Europe. From the Americas, for example, they brought back agricultural products such as potatoes, tomatoes, maize and beans, which eventually became staple crops and an integral part of the European diet.
A period of major agricultural development began in the early 1700s for Great Britain and northern Europe. One of the most important of these developments was the horse-drawn seed drill, invented in England by Jethro Tull. Until that time, farmers sowed seeds by hand. Tull's invention made rows of holes for the seeds and dropped them into the holes thus greatly improving the speed and efficiency of the process. By the end of the 18th century, seed drilling was widely practiced in many countries across Europe.
Although new machines, there were several other important advances in farming methods. By selectively breeding their livestock-deliberately breeding animals with a certain combination of desirable qualities from chosen parent animals-farmers increased both the size of their herds and the productivity of their livestock. An early example of this is the Leicester sheep, an animal selectively bred in England for its quality meat and long, coarse wool. Then, in Austria in 1866, a monk and science teacher by the name of Gregor Mendel published his studies of heredity, which were the first to show how traits are passed from one generation of plants to the next. Mendel is widely recognised as the founder of the science of genetics, and his experiments paved the way for the selective breeding of plants and the improvement of crops through genetics.
Another major agricultural breakthrough came from the field of chemistry. For thousands of years, farmers had relied on natural fertiliser-materials such as animal or bird waste, wood ash, or ground bones-to replenish or increase nutrients in the soil. Then, in the early 1800s, scientists discovered which elements were most essential to plant growth: nitrogen, phosphorus, and potassium. This led to the manufacture of chemical fertilisers based on nitrates and phosphates, which greatly increased crop yields. With the population of Europe doubling during the 1800s-from around 200 million at the beginning of the century to around 400 million mouths to feed at its end-farming had finally become big business.

Questions 1-7: Note completion

Complete the notes below. Choose ONE WORD AND/OR A NUMBER from the passage for each answer.

Farming in the ancient world
1. Prehistoric times - people collected wild plants, and _________ to get meat
2. 11,500 years ago - people began growing crops, probably _________ e.g. rice or corn - people started to domesticate various types of animals.
Creation of a 3 _________ led to the exchange of goods and the beginnings of trade, which resulted in the emergence of cities and the growth of 4 _________
5. Farmers gradually began using better _________ made from different materials
6. Systems of providing with a supply of _________ were invented in Mesopotamia
7. _________ years ago, a large proportion of people worldwide had become dependent on farming

Questions 8-13: True/False/Not Given

Do the following statements agree with the information given in Reading Passage 1? TRUE if the statement agrees with the information, FALSE if the statement contradicts the information, NOT GIVEN if there is no information on this.

  1. 8

    The Romans adapted their own farming methods for use in Africa and Asia.

  2. 9

    The medieval open-field system increased food production by allowing European farmers to have crops growing continually in all their fields.

  3. 10

    European eating habits changed as a result of international exploration in the 15th and 16th centuries.

  4. 11

    During the 18th century many European countries created their own versions of the seed drill.

  5. 12

    Selective breeding methods helped European farmers to produce more animals.

  6. 13

    Many farmers continued to use natural methods of fertilising their land, even after the development of chemical fertilisers.

Reading Passage 2 - Should space be explored by robots or by humans?

A The advisability of humans participating directly in space travel continues to cause many debates. There is no doubt that the presence of people on board a space vehicle makes its design much more complex and challenging, and produces a large increase in costs, since safety requirements are greatly increased, and the performance of the technology providing necessities for human passengers such as oxygen, food and water must be guaranteed. Moreover, the systems required are bulky and costly, and their complexity increases for long-duration missions. Meanwhile, advances in electronics and computer science allow increasingly complex tasks to be entrusted to robots, and unmanned space probes are becoming lighter, smaller and more convenient.
B However, experience has shown that the idea of humans in space is popular with the public. Humans can also be useful; there are many cases when only direct intervention by an astronaut or cosmonaut can correct the malfunction of an automatic device. Astronauts and cosmonauts have proved that they can adapt to conditions of weightlessness and work in space without encountering too many problems, as was seen in the operations to repair and to upgrade the Hubble Space Telescope. One human characteristic which is particularly precious in space missions, and which so far is lacking in robots, is the ability to perform a great variety of tasks. In addition, robots are not good at reacting to situations they have not been specifically prepared for. This is especially important in the case of deep space missions. While in the case of the Moon it is possible for someone on Earth to 'tele-operate' a robotic device such as a probe, as the two-way link time is only a couple of seconds, on Mars the two-way link time is several minutes, so sending instructions from Earth is more difficult.
C Many of the promises of artificial intelligence are still far from being fulfilled. The construction of machines simulating human logical reasoning moves towards ever more distant dates. The more the performance of computers improves, the more we realise how difficult it is to build machines which display logical abilities. In the past it was confidently predicted that we would soon have fully automated factories in which all operations were performed without any human intervention, and forecasts of the complete substitution of workers by robots in many production areas were made. Today, these perspectives are being revised. It seems that all machines, even the smartest ones, must cooperate with humans. Rather than replacing humans, the present need appears to be for an intelligent machine capable of helping a human operator without replacing him or her. The word 'cobot', from 'collaborative robot', has been invented to designate this type of robot.
D A similar trend is also apparent in the field of space exploration. Tasks which were in the past entrusted only to machines are now performed by human beings, sometimes with the aim of using simpler and less costly devices, sometimes to obtain better performance. In many cases, to involve a person in the control loop is a welcome simplification which may lower the cost of a mission without compromising safety. Many operations originally designed to be performed under completely automatic control can be performed more efficiently by astronauts, perhaps helped by their 'cobots'. The human-machine relationship must evolve towards a closer collaboration.
E One way this could happen is by adopting the Mars Outposts approach, proposed by the Planetary Society. This would involve sending a number of robotic research stations to Mars, equipped with permanent communications and navigational systems. They would perform research, and establish the infrastructure needed to prepare future landing sites for the exploration of Mars by humans. It has also been suggested that in the most difficult environments, as on Venus or Jupiter, robots could be controlled by human beings located in spaceships which remain in orbit around the planet. In this case, the link time for communication between humans and robots would be far less than it would be from Earth.
F But if space is to be more than a place to build automatic laboratories or set up industrial enterprises in the vicinity of our planet, the presence of humans is essential. They must learn how to voyage through space towards destinations which will be not only scientific bases but also places to live. If space is a frontier, that frontier must see the presence of people. So the aim for humankind in the future will be not just the exploration of space, but its colonisation. The result of exploring and living in space may be a deep change in the views which humankind has of itself. And this process is already under way. The images of Earth taken from the Moon in the Apollo programme have given humankind a new consciousness of its fragility, its smallness, and its unity. These impressions have triggered a realisation of the need to protect and preserve it, for it is the place in the solar system most suitable for us and above all it is the only place we have, at least for now.

Questions 14-19: Matching headings

Reading Passage 2 has six paragraphs, A-F. Choose the correct heading for each paragraph from the list of headings below.

List of headings
i. Robots on Earth - a re-evaluation
ii. The barriers to cooperation in space exploration
iii. Some limitations of robots in space
iv. Reduced expectations for space exploration
v. A general reconsideration of human/robot responsibilities in space
vi. Problems in using humans for space exploration
vii. The danger to humans of intelligent machines
viii. Space settlement and the development of greater self-awareness
ix. Possible examples of cooperation in space
  1. 14

    Paragraph A

  2. 15

    Paragraph B

  3. 16

    Paragraph C

  4. 17

    Paragraph D

  5. 18

    Paragraph E

  6. 19

    Paragraph F

Questions 20 and 21: Multiple choice (choose TWO)

Choose TWO letters, A-E.

According to the writer, which TWO predictions about artificial intelligence have not yet been fulfilled?
A Robots will work independently of humans.
B Robots will begin to oppose human interests.
C Robots will be used to help humans perform tasks more efficiently.
D Robots will think in the same way as humans.
E Robots will become too costly to use on space missions.
  1. 20

    According to the writer, which TWO predictions about artificial intelligence have not yet been fulfilled?

    • A. Robots will work independently of humans.
    • B. Robots will begin to oppose human interests.
    • C. Robots will be used to help humans perform tasks more efficiently.
    • D. Robots will think in the same way as humans.
    • E. Robots will become too costly to use on space missions.
  2. 21

    According to the writer, which TWO predictions about artificial intelligence have not yet been fulfilled?

Questions 22-26: Summary completion

Complete the summary below. Choose ONE WORD ONLY from the passage for each answer.

Humans in space - the Mars Outposts approach and its implications
One way of exploring space would be through collaboration between humans and robots. For example, when exploring the planet Mars, robots could be used to set up 22 _________ and do initial research before humans arrive. In other cases, humans could stay in orbiting 23 _________ and give orders to robots working on the surface of the planet. This would increase the speed of 24 _________ with the robots. In such ways, robots might be used to work in space in commercial enterprises or 25 _________. However, the final aim of humankind may be the 26 _________ of space, and this could in turn change people's attitudes towards Earth.

Reading Passage 3 - Humanities and the Health Professional

A Professor Jock Murray from Dalhousie Medical School in Canada writes about the role of humanities in the education of health professionals. In a recent meeting with health professionals from many disciplines, the concept of the humanities and how they enrich the lives and practice of physicians was discussed. There were nurses, chiropractors, speech therapists, health administrators and professionals from a dozen other fields. Everyone commented on the need to achieve a balance between the humanities and the skills and technological expertise of their specific discipline, beginning with the experience in medical school and then life in their chosen specialization, to create fully realized professionals. The purpose of my discussion here is to advocate a balanced approach to the education of all health professionals.
B I believe that most people wish to see in their medical professional a person who not only brings excellent skills, techniques and treatments, but also personal qualities that show they are fully developed individuals. Such individuals are sensitive, communicative, and understanding of the human condition. They acknowledge the vast array of backgrounds, views, fears and hopes each person brings to the clinical encounter.
C The training of health professionals has usually been exemplary in teaching them to recognize and treat a symptom or disease, but often less attentive to the broad education that would inform and educate them about the persons who come from various cultures, backgrounds, and experiences. Such understanding does not come from the course textbooks but from literature, history, poetry, art, and other aspects of the humanities.
D There are two sides to the healing profession, once described as the art and the science of medical practice. It is evident, however, that most educational programs emphasize knowledge, clinical skill and competence, and although educators wish the person to be humanistic, empathetic and communicative, they take this aspect for granted, as if valuable educational time does not need to be allocated to this 'soft' feature of the profession. It is compounded by the recognition that this aspect is harder to define and measure than knowledge and competence. We may want the health professional to understand many elements of the human condition so they can understand, assess and manage the suffering of patients, but it is harder to design and teach such a course than one on anatomy, for example.
Developing a humanities program in professional education refocuses attention on what everyone recognizes as important. Rather than take humanities education for granted, it becomes a direct part of the program. This signals that the school takes it seriously and encourages activities related to the broad area of the humanities.
E Distinguished by their focus on human values, the humanities cover many areas, including history, ethics, literature, theology, art, music, law, and the social sciences as they apply to the profession. For example, a history of the profession gives us an understanding of how we have come to be where we are, and how things change and progress. Literature can teach us about human hopes and aspirations, suffering and loss, relationships, and life and death. Emphasis on human values is important in this day and age as we are increasingly at risk of being overwhelmed by more emotionless technology and complex bureaucracy.
F In medical education during the 18th and 19th centuries, there was an emphasis on the humanities. As time went on, encouraged by increasing interest in medical sciences, laboratory experiments and technological aspects of the profession, emphasis in medical studies was weighted towards courses in the sciences. The Flexner Report in 1910 recognized the variable quality of medical education and the need to have better teaching in the medical sciences and laboratory methods. This resulted in a pendulum swing in emphasis, directing the curriculum to the medical sciences, to the exclusion of the humanities, an imbalance never intended by Flexner.
G Currently at Dalhousie Medical School we have elective programs in the humanities, summer research studentships, lecture series, presentations and discussions. There is an artist-in-residence program that brings artists to the school. There is a large choir of over a hundred students and faculty, a concert band, a string ensemble, and groups of student artists who put on regular performances and exhibitions. The list of activities is much longer, but it should be pointed out that these provide some balance and broaden the life and learning of the student.
H Perhaps more important than the activities themselves is the change in mind-set that occurs when students see that diversity in their studies and activities is legitimized and encouraged. We emphasize that we want students and faculty to continue to express interests and talents they had before entering medical school. They now come forward with ideas and activities that are more imaginative and exciting than we could have designed. They also comment that the humanities has made medical school a more enjoyable and fulfilling experience. Students see that their learning and their lives can be more balanced, making them better equipped to care for their patients.
I Will involvement in the humanities make one a better health professional? It's a question often asked of today's medical professionals but very difficult to document in this evidence-based era of medicine. But as ethics scholars have said of learning ethics, it cannot guarantee that a person will be more ethical, but it is more likely than not. My firm belief is that all the healing professions should increase the balance of humanities with the traditional educational emphasis on skills and knowledge, and this will benefit both the healers and those who need to be healed.

Questions 27-31: Yes/No/Not Given

Do the following statements agree with the claims of the writer in Reading Passage 3? YES if the statement agrees with the claims of the writer, NO if the statement contradicts the claims of the writer, NOT GIVEN if it is impossible to say what the writer thinks about this.

  1. 27

    An approach that incorporates the humanities is more important for some medical disciplines than others.

  2. 28

    Most people value medical expertise over sensitivity in their medical professionals.

  3. 29

    Most medical programmes devote little course time to developing interpersonal skills.

  4. 30

    It is more difficult to design a humanities course for health professionals than a medical one.

  5. 31

    It would be best if a medical programme included a course about the lives of medical professionals.

Questions 32-35: Multiple choice

Choose the correct letter, A, B, C or D.

  1. 32

    What unforeseen result did the Flexner report have?

    • A. It caused the public to distrust the quality of medical education.
    • B. It caused a dramatic increase in medical school applicants.
    • C. It started a fierce debate over proper laboratory methods.
    • D. It moved the focus of medical studies away from the humanities.
  2. 33

    The writer lists humanities activities at Dalhousie Medical School to show how these activities

    • A. have become the most popular events on campus.
    • B. widen students' educational experiences.
    • C. are of as high a quality as medical ones
    • D. have gained acceptance with teaching staff
  3. 34

    How do students at Dalhousie Medical School react to humanities activities?

    • A. They have difficulty letting go of the mind-set that scientific knowledge is more legitimate.
    • B. They report feeling that medical school has become more engaging and satisfying.
    • C. They have started to transfer creative ideas to their scientific and laboratory studies.
    • D. They have trouble connecting to talents they had valued before entering medical school.
  4. 35

    What is the writer's main conclusion?

    • A. Greater emphasis on humanities in medical schools will benefit both patients and practitioners.
    • B. Medical schools are not adequately preparing students to become balanced medical professionals.
    • C. Creating a humanities programme in a medical school is an overwhelmingly difficult but necessary task.
    • D. Medical schools should return to the early twentieth-century model of medical education

Questions 36-40: Sentence completion (matching endings)

Complete each sentence with the correct ending, A-G, below.

A. generate innovative and creative suggestions for activities and programmes.
B. are difficult to describe with any precision.
C. find it difficult to prove statistically the benefits of humanities programmes.
D. suggest that humanities studies create stronger practitioners.
E. rely on course textbooks to teach humanities.
F. give less attention to broad education and more to recognising and treating symptoms.
G. provide more equal coverage of both medical knowledge and skills, and humanities.
  1. 36

    Health professionals at a recent seminar discussed a need for educational institutions to ...............

  2. 37

    Most medical training programmes ...............

  3. 38

    The interpersonal and behavioural aspects of medical practice...............

  4. 39

    Dalhousie Medical School students and faculty...............

  5. 40

    Modern evidence-based practitioners ...............

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Answer key

  1. 1. following

    The answer is 'following' because the passage says prehistoric people spent their lives 'searching for food, following animal migrations and gathering wild plants.'

  2. 2. cereals

    The answer is 'cereals' because the passage states, 'The earliest crop was most likely to have been rice, corn, or similar types of cereals.'

  3. 3. surplus

    The answer is 'surplus' because the passage explains, 'Agriculture enabled people to produce a surplus of food which could be eaten when crops failed or swapped for other goods.'

  4. 4. civilizations / civilisations

    The answer is 'civilizations' because the passage says, 'This development was so successful in some areas that cities emerged, and eventually civilisations arose.'

  5. 5. tools

    The answer is 'tools' because the passage mentions, 'improved farming tools of bone, stone, bronze, and iron were developed.'

  6. 6. water

    The answer is 'water' because the passage says, 'farmers in Mesopotamia developed simple irrigation systems. By channeling water from streams onto their fields...'

  7. 7. 2000

    The answer is '2000' because the passage states, 'By 2,000 years ago much of the Earth's population was reliant on agriculture.'

  8. 8. FALSE

    The answer is FALSE because the passage says the Romans 'adapted the best agricultural methods of the people they conquered,' not their own methods for use elsewhere.

  9. 9. FALSE

    The answer is FALSE because the passage explains that in the open-field system, one field was left fallow, so not all fields had crops growing at the same time.

  10. 10. TRUE

    The answer is TRUE because the passage says explorers brought back new crops like potatoes and maize, which 'became staple crops and an integral part of the European diet.'

  11. 11. NOT GIVEN

    The answer is NOT GIVEN because the passage only says seed drilling became widely practiced, but does not mention countries creating their own versions.

  12. 12. TRUE

    The answer is TRUE because the passage says, 'By selectively breeding their livestock... farmers increased both the size of their herds and the productivity of their livestock.'

  13. 13. NOT GIVEN

    The answer is NOT GIVEN because the passage does not say whether many farmers continued to use natural fertilisers after chemical ones were developed.

  14. 14. vi

    The answer is vi because Paragraph A gives an overview of the debate about humans versus robots in space, matching 'The debate over human involvement.'

  15. 15. iii

    The answer is iii because Paragraph B discusses the unique abilities and usefulness of humans in space, matching 'The value of human flexibility.'

  16. 16. i

    The answer is i because Paragraph C talks about the limits of artificial intelligence and the need for cooperation with humans, matching 'The limits of artificial intelligence.'

  17. 17. v

    The answer is v because Paragraph D describes how human involvement can simplify and improve space missions, matching 'The benefits of human-machine collaboration.'

  18. 18. ix

    The answer is ix because Paragraph E outlines the Mars Outposts approach and other ways robots and humans could work together, matching 'Future strategies for Mars exploration.'

  19. 19. viii

    The answer is viii because Paragraph F discusses the idea that the ultimate goal is not just exploration but colonisation, matching 'The ultimate goal: colonisation.'

  20. 20. A

    The answer is A because the passage says, 'forecasts of the complete substitution of workers by robots... are being revised,' showing robots do not yet work independently of humans. Option C is tempting but the passage says robots are used to help humans now, so it is not unfulfilled.

  21. 21. D

    The answer is D because the passage says, 'The construction of machines simulating human logical reasoning moves towards ever more distant dates,' meaning robots do not yet think like humans. Option B is wrong because there is no mention of robots opposing humans.

  22. 22. infrastructure

    The answer is 'infrastructure' because the passage says robotic stations would 'establish the infrastructure needed to prepare future landing sites for the exploration of Mars by humans.'

  23. 23. spaceships

    The answer is 'spaceships' because the passage says robots could be controlled by humans 'located in spaceships which remain in orbit around the planet.'

  24. 24. communication

    The answer is 'communication' because the passage says, 'the link time for communication between humans and robots would be far less than it would be from Earth.'

  25. 25. laboratories

    The answer is 'laboratories' because the passage mentions space could be used to 'build automatic laboratories or set up industrial enterprises.'

  26. 26. colonisation

    The answer is 'colonisation' because the passage says, 'the aim for humankind in the future will be not just the exploration of space, but its colonisation.'

  27. 27. NO

    The answer is NO because the passage says all health professionals commented on the need for balance, not just some disciplines.

  28. 28. NO

    The answer is NO because the passage says people want medical professionals with both excellent skills and personal qualities like sensitivity.

  29. 29. YES

    The answer is YES because the passage says educational programs take the humanistic aspect for granted and do not allocate much time to it.

  30. 30. YES

    The answer is YES because the passage says it is 'harder to design and teach such a course than one on anatomy, for example.'

  31. 31. NOT GIVEN

    The answer is NOT GIVEN because the passage does not mention including a course about the lives of medical professionals.

  32. 32. D

    The answer is D because the passage says the Flexner Report led to a focus on medical sciences 'to the exclusion of the humanities, an imbalance never intended by Flexner.'

  33. 33. B

    The answer is B because the passage lists humanities activities to show they 'provide some balance and broaden the life and learning of the student.'

  34. 34. B

    The answer is B because the passage says students 'comment that the humanities has made medical school a more enjoyable and fulfilling experience.'

  35. 35. A

    The answer is A because the writer concludes that increasing the balance of humanities 'will benefit both the healers and those who need to be healed.'

  36. 36. G

    The answer is G because the passage says professionals discussed the need to 'achieve a balance between the humanities and the skills and technological expertise.'

  37. 37. G

    The answer is G because the passage says most training focuses on skills and knowledge, not giving equal coverage to humanities.

  38. 38. B

    The answer is B because the passage says the humanistic aspect is 'harder to define and measure than knowledge and competence.'

  39. 39. A

    The answer is A because the passage says students and faculty 'come forward with ideas and activities that are more imaginative and exciting than we could have designed.'

  40. 40. C

    The answer is C because the passage says it is 'very difficult to document' the benefits of humanities in this 'evidence-based era of medicine.'

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